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Author: Michelle J. Bellino
Publisher: Springer
ISBN: 9463008608
Category : Education
Languages : en
Pages : 339
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Book Description
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
Author: Michelle J. Bellino
Publisher: Springer
ISBN: 9463008608
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
Author: Jana Bacevic
Publisher: Central European University Press
ISBN: 6155225729
Category : Education
Languages : en
Pages : 252
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Book Description
From Class to Identity offers an analysis of education policy-making in the processes of social transformation and post-conflict development in the Western Balkans. Based on a number of examples (case studies) of education reform in the former Yugoslavia from the decade before its violent breakup to contemporary efforts in post-conflict reconstruction it tells the story of the political processes and motivations underlying specific education reforms. The book moves away from technical-rational or prescriptive approaches that dominate the literature on education policy-making during social transformation, and offers an example on how to include the social, political and cultural context in the understanding of policy reforms. It connects education policy at a particular time in a particular place with broader questions such as: What is the role of education in society? What kind of education is needed for a 'good' society? Who are the 'targets' of education policies (individuals/citizens, ethnic/religious/linguistic groups, societies)? Bacevic shows how different answers to these questions influence the contents and outcomes of policies.
Author: James H. Williams
Publisher: Springer
ISBN: 9463005099
Category : Education
Languages : en
Pages : 380
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Book Description
This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.
Author: Zheng Wang
Publisher: Springer
ISBN: 3319626213
Category : Political Science
Languages : en
Pages : 107
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Book Description
This book focuses on the methodology of research on historical memory and contributes to theoretical discussions concerning the use of historical memory as a variable to explain political action and social movement. The chapters of the book conceptualize the relationship between historical memory and national identity formation, perceptions, and policy-making. The author particularly analyses how contested memory and the related social discourse can lead to nationalism and international conflict. Based on theories and research from multiple fields of studies, this book proposes a series of analytic frameworks for the purpose of conceptualizing the functions of historical memory. These analytic frameworks can help categorize, measure, and subsequently demonstrate the effects of historical memory. This book also discusses how to use public opinion polls, textbooks, important texts and documents, monuments and memory sites for conducting research to examine the functions of historical memory.
Author: Dacia Viejo-Rose
Publisher: Apollo Books
ISBN: 9781845194352
Category : History
Languages : en
Pages : 352
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Book Description
This book explores the role of cultural heritage in post-conflict reconstruction, whether as a motor for the prolongation of violence or as a resource for building reconciliation. The research was driven by two main goals: to understand the post-conflict reconstruction process and to identify how this process evolves in the medium term and the impact it has on society. The Spanish Civil War (1936-39) and its subsequent phases of reconstruction provides the primary material for this exploration. In pursuit of the first goal, the book centers on the material practices and rhetorical strategies developed around cultural heritage in post-civil war Spain and the victorious Franco regime's reconstruction. The analysis captures a discursively complex set of practices that made up the reconstruction and in which a variety of Spanish heritage sites were claimed, rebuilt or restored, and represented - as signs of historical narratives, political legitimacy, and group identity. The reconstruction of the town of Gernika is a particularly emblematic instance of destruction and a significant symbol within the Basque regions of Spain, as well as internationally. By examining Gernika, it is possible to identify some of the trends common to the reconstruction as a whole, along with those aspects that pertain to its singular symbolic resonance. In order to achieve the second goal, the book examines the processes of selection, value change, and exclusionary dynamics of reconstruction. Exploring the possible impact of post-civil war reconstruction in the medium term is conducted in two time frames: the period of political transition that followed General Franco's death in 1975, and the 2004-2008 period when Rodriguez Zapatero's government undertook initiatives to 'recover the historic memory' of the war and dictatorship. Finally, the observations made of the Spanish reconstruction are analyzed in terms of how they might reveal general trends in post-conflict reconstruction processes in relation to cultural heritage. These insights are pertinent to the situations in Cambodia, Bosnia and Herzegovina, Afghanistan, and Iraq.
Author: James H. Williams
Publisher: Springer
ISBN: 9462096562
Category : Education
Languages : en
Pages : 342
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Book Description
This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials—children’s readers, a required text penned by the head of state, a holocaust curriculum, etc.. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.
Author: Veysel Apaydin i
Publisher: UCL Press
ISBN: 1787354849
Category : Social Science
Languages : en
Pages : 335
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Book Description
Critical Perspectives on Cultural Memory and Heritage focuses on the importance of memory and heritage for individual and group identity, and for their sense of belonging. It aims to expose the motives and discourses related to the destruction of memory and heritage during times of war, terror, sectarian conflict and through capitalist policies. It is within these affected spheres of cultural heritage where groups and communities ascribe values, develop memories, and shape their collective identity.
Author: Stephen Carney
Publisher: Bloomsbury Publishing
ISBN: 1350141305
Category : Education
Languages : en
Pages : 280
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Book Description
Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.
Author: Luigi Cajani
Publisher: Springer
ISBN: 3030057224
Category : Education
Languages : en
Pages : 800
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Book Description
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War. With an upsurge in political, social and cultural upheaval, particularly since the fall of state socialism in Europe, the importance of history textbooks and curricula as tools for influencing the outlooks of entire generations is thrown into sharp relief. Using case studies from 58 countries, this book explores how history education has had the potential to shape political allegiances and collective identities. The contributors highlight the key issues over which conflict has emerged – including the legacies of socialism and communism, war, dictatorships and genocide – issues which frequently point to tensions between adhering to and challenging the idea of a cohesive national identity and historical narrative. Global in scope, the Handbook will appeal to a diverse academic audience, including historians, political scientists, educationists, psychologists, sociologists and scholars working in the field of cultural and media studies.
Author: Esther Gottlieb
Publisher: Routledge
ISBN: 1351513877
Category : Political Science
Languages : en
Pages : 358
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Book Description
Social conflicts are ubiquitous and inherent in organized social life. This volume examines the origins and regulation of violent identity conflicts. It focuses on the regulation of conflict: the constraining, directing, and repression of violence through institutional rules and understandings. The core question the authors address is how violence is regulated and the social and political consequences of such regulation. The contributors provide a multidisciplinary multi-regional analysis of identity conflicts and their regulation. The chapters focus on the forging and suppression of religious and ethnic identities, problematic national identities, the recreation of identity in post-conflict peace-building efforts, and the forging of collective identities in the process of democratic state building. The instances of violent conflict treated here range across the globe from Central and South America, to Asia, to the Balkans, and to the Islamic world. One of the key findings is that conflicts involving religious, ethnic, or national identity are inherently more violence prone and require distinctive methods of regulation. Identity is a question both of power and of integrity. This means that both material and symbolic needs must be addressed in order to constrain or regulate these conflicts. Accordingly, some chapters draw on a political-economy approach that places primary emphasis on resources, organization, and interests, while others develop a cultural approach focusing on how identities are constructed, grievances defined, blame attributed, and redress articulated. This volume offers new ideas about the regulation of identity conflicts, at both the global and local level, that engage both tradition and modernization. It will be of interest to policymakers, political scientists, human rights activists, historians, and anthropologists.
